October 31, 2024

Dear Educator,

I’ll never forget meeting with a superintendent who was working hard with his team to transform his district. He was sharing some of the key initiatives and his aspirations. A lot of amazing work was happening in pockets, and I asked what his ideal classroom looked like. He simply said, “I just know it when I see it.”

On one hand, I totally get this—I have been in classrooms that just feel different. But, the reason this stuck out to me is that the goal was to move from pockets of innovation to a widespread shift in practices to ensure amazing opportunities for all learners.

I left that meeting wondering, “How can teachers aspire to new and different practices if they don’t know what the desired teaching and learning looks like and have never experienced it themselves?” This week's Bright Spot highlights how specificity can move people at all levels.

With Gratitude,

How to Know You're On The Right Track

We have been collaborating with Michael Fullan and Associates to support a North County San Diego Superintendent Network. One of the center pieces of each convening is to be on a school site, hear from the site's stakeholders (admin, teachers, and of course, students!) about their school design principles, and engage in classroom walkthroughs.

During our second gathering of the year, we introduced competency-based "look fors" that can help superintendents move beyond "feeling" like things are shifting in their classrooms and instead know they are. These "look fors" make it easier and more meaningful to reflect on what's working, what isn't, and the overall implications for their systems. This level of specificity helped superintendents make their teaching and learning aspirations tangible, so they could communicate these aspirations to their teams.

Many of the superintendents in attendance last week voiced this was one of the first times they ever talked to other superintendents about instruction. They acknowledged the power of having a shared context to learn, collaborate, and plan next steps. Seeing them collaborate was another reminder of how critical it is for everyone in a system to be clear on what is expected from them to align their day-to-day practice with the district's vision, mission, and goals, so our systems can evolve and support each and every learner.

What's an example in your school or district where you know learner-centered practices are being implemented and what's the impact on your system? Share your story here.

Resources to advance your learner-centered practice

🎙️ Designing for Belonging and Impact with Dr. Jill Siler. "The teacher retention crisis is not going to be solved by a jeans pass or Taco Tuesdays. It is going to be solved when we bring people together who foster a culture that people want to be a part of, and the people who are actually doing the work day in and day out have a voice in that structure." Listen to The Learner-Centered Collaborative Podcast.

📖 How a Small School System Created Big Impacts in Learner-Centered Education. "Our story demonstrates that with vision and the right partnerships, small systems can be innovative, adapt quickly to evolving needs, and create big changes in education." Learn about The Innovative School's story.

🖥️ WEBINAR: The Power of Storytelling in Building Engaged Learning Communities. "Gain practical tips and insights for using storytelling to connect with your audience, celebrate the successes of your community, and effectively communicate your strategic vision. Leave with the tools to transform your educational blueprint from a document into a living, breathing narrative that inspires and motivates." Register here.